Find a skill and its lesson.

Reading, viewing and listening to texts

1. Rereads and reinterprets to analyse layers of meaningBuilds on: Re-reads closely to uncover main ideas and layers of meaning (Years 7–8)
2. Justifies a personal response by analysing how the text positions the readerBuilds on: Explains a personal response and where it comes from (Years 7–8); Explains how texts position readers to accept a point of view (Years 7–8)
3. Reads complex texts strategicallyBuilds on: Reads strategically: pathways, context cues and reading aloud (Years 7–8)
4. Sustains varied reading and responds at lengthBuilds on: Sustains wide reading across diverse perspectives (Years 7–8)
5. Evaluates own reading strategies and the value of readingBuilds on: Reflects on what reading has taught you (Years 7–8); Sustains varied reading and responds at length
6. Analyses the main ideas and thematic concerns of a textBuilds on: Identifies themes and explains how they develop across a text (Years 7–8); Rereads and reinterprets to analyse layers of meaning

Understanding and responding to texts A

1. Analyses complex characters and their structural rolesBuilds on: Analyses how characters are constructed and what they represent (Years 7–8)
2. Analyses figurative language within larger patterns of meaningBuilds on: Identifies imagery, simile, metaphor and personification and analyses their effect (Years 7–8)
3. Examines focalisation, reliability and authorial voiceBuilds on: Analyses narrative voice, focaliser and person (Years 7–8)
4. Analyses narrative conventions across genres, modes and contextsBuilds on: Analyses narrative conventions and the identities they depict (Years 7–8); Analyses genre conventions and how texts exhibit or challenge them (Years 7–8)
5. Analyses how representations are shaped and how texts use or subvert conventionsNot written yetBuilds on: Understands texts as acts of representation and describes them with metalanguage (Years 7–8); Analyses images, film and multimodal texts using their codes and conventions (Years 7–8)

Understanding and responding to texts B

1. Evaluates how arguments are constructed and evidencedBuilds on: Analyses how arguments are constructed and evidenced (Years 7–8)
2. Analyses how context shapes texts, readers and languageNot written yetBuilds on: Explains how cultural context shapes a text and its language (Years 7–8); Explores how culture and time shape language in texts (Years 7–8)
3. Analyses style, from personal signature to literary movementNot written yetBuilds on: Describes the stylistic and aesthetic qualities of a text (Years 7–8)
4. Analyses voice and how the authority of a text is negotiatedNot written yetBuilds on: Analyses personal voice and how a text builds authority (Years 7–8); Evaluates how arguments are constructed and evidenced
5. Evaluates how texts position audiences and how they can be readNot written yetBuilds on: Explains how texts position readers to accept a point of view (Years 7–8); Analyses how context shapes texts, readers and language
6. Analyses how themes hold a text togetherNot written yetBuilds on: Identifies themes and explains how they develop across a text (Years 7–8); Analyses the main ideas and thematic concerns of a text

Understanding and responding to texts C

1. Analyses how genre shapes values and how genres evolveNot written yetBuilds on: Analyses genre conventions and how texts exhibit or challenge them (Years 7–8); Analyses narrative conventions across genres, modes and contexts
2. Analyses adaptation, appropriation and connections between textsNot written yetBuilds on: Analyses connections between texts, including adaptations and appropriations (Years 7–8); Analyses how genre shapes values and how genres evolve
3. Evaluates how audiences negotiate the value of a textNot written yetBuilds on: Explains why texts are valued differently in different contexts (Years 7–8); Evaluates how texts position audiences and how they can be read

Imaginative, discursive and poetic composition

1. Uses the structural conventions of discursive texts to present complex and nuanced ideasNot written yetBuilds on: Discusses a central idea from personal and objective positions (Years 7–8)
2. Experiments with a range of poetic forms to explore ideas and personal perspectivesNot written yetBuilds on: Selects poetic forms and features to express ideas and personal perspectives (Years 7–8)
3. Creates engaging and authentic temporal and spatial settingsNot written yetBuilds on: Creates imaginative texts that drive plot, develop character and build place and atmosphere (Years 7–8)
4. Experiments with the process of transformation to create texts with new meaningNot written yetBuilds on: Reshapes aspects of texts to create new meaning (Years 7–8)
5. Shapes complex complications and crafts authentic characters to depict ideasNot written yetBuilds on: Develops thematic elements around a central complication or conflict (Years 7–8); Creates engaging and authentic temporal and spatial settings

Polished writing

1. Adapts codes and conventions across analytical, informative, persuasive, discursive and imaginative writingNot written yetBuilds on: Controls the structural and grammatical conventions of imaginative, informative and persuasive writing (Years 7–8)
2. Uses the structural conventions of informative texts to build a field of facts and perspectivesNot written yetBuilds on: Composes informative texts that summarise conceptual information (Years 7–8)
3. Uses the structural conventions of persuasive texts to develop expanding argumentsNot written yetBuilds on: Composes persuasive texts with a defining thesis, elaboration paragraphs and a synthesising conclusion (Years 7–8)
4. Uses rhetorical language strategically and subtly to convince an audienceNot written yetBuilds on: Uses rhetorical language to shape ideas and express a perspective (Years 7–8)
5. Sustains a considered thesis and cohesive analytical progression across a full textNot written yetBuilds on: Writes a structured analytical text with introduction, supporting points and conclusion (Years 7–8); Develops a coherent thesis for extended analytical and persuasive texts (Years 7–8)
6. Uses tense accurately and applies narrative voice to depict complex ideasNot written yetBuilds on: Controls active and passive voice and tense for particular purposes (Years 7–8); Chooses first, second or third person narrative voice for effect (Years 3–4)
7. Develops a personal and informed voice and experiments with tone, atmosphere and moodBuilds on: Uses imagery, figurative language and modality to create tone, atmosphere and mood (Years 7–8); Selects topic-specific vocabulary that contributes to the stylistic features of writing (Years 7–8)
8. Expresses ideas in structures that reflect an emerging personal styleBuilds on: Develops a personal and informed voice and experiments with tone, atmosphere and mood

Representing and multimodal composition

1. Composes visual and multimodal texts with aesthetic qualities that influence viewpointsNot written yetBuilds on: Composes visual and multimodal texts that create tone, atmosphere and mood (Years 7–8)
2. Experiments with a combination of modes for specific effect and impactNot written yetBuilds on: Composes visual and multimodal texts with aesthetic qualities that influence viewpoints

Sentence-level grammar and punctuation

1. Maintains agreement in complex structures and controls active and passive voiceNot written yetBuilds on: Controls agreement, prepositions, articles, conjunctions, linking devices and pronouns for cohesion (Years 7–8); Controls active and passive voice and tense for particular purposes (Years 7–8)
2. Crafts elaborated noun and verb groups for effect, clarity or complexityNot written yetBuilds on: Selects noun groups and verb forms to control clarity and express modality (Years 7–8)
3. Applies punctuation to suit text purpose, support meaning and control reader responseNot written yetBuilds on: Applies a wide range of punctuation to control clarity, pace and reader response (Years 7–8)
4. Justifies varied sentence type, length and complexity, and crafts concise sentencesNot written yetBuilds on: Constructs varied sentence structures and controls the four sentence types for purpose (Years 7–8)

Word-level language and spelling

1. Uses grammatical features to describe relationships between complex ideasNot written yetBuilds on: Controls agreement, prepositions, articles, conjunctions, linking devices and pronouns for cohesion (Years 7–8)
2. Selects technical vocabulary and register appropriate to audience, purpose, form and contextNot written yetBuilds on: Selects topic-specific vocabulary that contributes to the stylistic features of writing (Years 7–8)
3. Uses etymology and reference resources to spell unfamiliar, complex and technical wordsNot written yetBuilds on: Spells unfamiliar, complex and technical words using phonological, orthographic and morphological knowledge (Years 7–8); Explains graphemes and roots by their etymology when spelling (Years 5–6)
4. Makes vocabulary choices that enhance style and shape meaning through connotationBuilds on: Selects topic-specific vocabulary that contributes to the stylistic features of writing (Years 7–8); Develops a personal and informed voice and experiments with tone, atmosphere and mood

Planning, monitoring, revising and reflecting

1. Produces co-constructed complex texts representing a diversity of ideas and valuesNot written yetBuilds on: Produces co-constructed texts that represent different ideas and values (Years 7–8)
2. Engages with model texts to develop and refine features, structures and stylistic approachesNot written yetBuilds on: Uses model texts to plan and to shape compositional choices (Years 7–8)
3. Selects collaborative drafting strategies and feedback processes to improve clarity, meaning and effectNot written yetBuilds on: Monitors accuracy and responds to verbal and written feedback (Years 7–8)
4. Researches, evaluates and synthesises sources to generate new ideasNot written yetBuilds on: Integrates information and perspectives from different sources into informed texts (Years 7–8); Assesses the reliability and authority of sources when researching (Years 5–6)
5. Evaluates own authorial decisions and the composition process itselfNot written yetBuilds on: Reflects on own composition using technical vocabulary (Years 7–8); Selects collaborative drafting strategies and feedback processes to improve clarity, meaning and effect
6. Develops an effective thesis based on critical thinking for extended textsNot written yetBuilds on: Develops a coherent thesis for extended analytical and persuasive texts (Years 7–8); Sustains a considered thesis and cohesive analytical progression across a full text
7. Plans a progressive sequence of arguments and sets goals at every levelNot written yetBuilds on: Plans a logical sequence of arguments and sets goals at conceptual, text and paragraph level (Years 7–8); Develops an effective thesis based on critical thinking for extended texts

Speaking

1. Crafts spoken, signed or communicated texts that convey complex ideas to specific audiencesNot written yetBuilds on: Creates spoken, signed or communicated texts that convey ideas and viewpoints to an audience (Years 7–8)
2. Selects rhetorical strategies to position an audience in formal argument and debateNot written yetBuilds on: Uses rhetorical strategies to engage an audience and evoke an emotional response (Years 7–8); Participates in informal, speculative and exploratory discussion about texts and ideas (Years 7–8)
3. Delivers spoken, signed or communicated texts with engaging use of intonation, emphasis, volume, pace and timingNot written yetBuilds on: Delivers a spoken text with control of intonation, emphasis, volume, pace and timing (Years 7–8)
4. Participates in and leads analytical, speculative and exploratory discussionNot written yetBuilds on: Participates in informal, speculative and exploratory discussion about texts and ideas (Years 7–8)
5. Signals the development of ideas through language, structure and presentational featuresNot written yetBuilds on: Selects multimedia components, visual displays and gestural features to bring clarity (Years 5–6); Crafts spoken, signed or communicated texts that convey complex ideas to specific audiences; Analyses images, film and multimodal texts using their codes and conventions (Years 7–8)